北欧全纳教育的特色分析研究
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摘要
北欧地区民主的社会氛围、雄厚的经济基础、优越的教育资源、传统的高福利政策等使得其成为众多民众向往的理想国,其他地区与国家也纷纷研究并效仿其发展模式。本文希望通过对北欧地区的全纳教育开展理论探究与实践研讨,发现、分析并总结其全纳教育特色,进而结合我国实际国情,对我国全纳教育提出相应建议。
本论文共分为五大部分：绪论,北欧全纳教育的基本理念,北欧全纳教育的实施,北欧全纳教育的特色,北欧全纳教育对我国的启示与借鉴。绪论主要包括本论文的研究缘起和意义、国内外研究现状分析以及研究方案。第一章探讨北欧全纳教育的基本理念,既探究北欧地区对全纳教育的共同认识与理解,也讨论北欧各国对全纳教育理念的不同阐释,呈现丹麦、芬兰、冰岛、挪威、瑞典五国对全纳教育理论研究与表述的差异,寻找北欧五国对全纳教育理念阐释的异同。第二章讲述北欧全纳教育的具体实践,首先从经济状况、政治体制、社会福利保障、优越教育资源等多方面论述北欧实施全纳教育的社会背景,继而分别陈述北欧各国实施全纳教育的具体政策与措施。第三章分析研究北欧全纳教育的特色,它们反映在五个方面,第一,良好的社会传统与民主氛围,第二,完善的法律保障与反歧视政策,第三,以特殊需求教育为主导,第四,重视移民教育与开展双语教学,第五,尊重学习者的自主权与强调教学民主。第四章主要论述北欧全纳教育对我国的启示与借鉴,在充分认识到北欧五国与我国在政治、经济、社会等方面存在较大差异的前提下,笔者以我国实际国情为基础,通过分析中国弱势群体的教育现状,对我国实施全纳教育提出些许建议,我国实施全纳教育应加强对全纳教育的表述与理解,扩大全纳教育的实践对象,加强全纳教育立法,增加专项教育投入。
The Nordic region has democratic social atmosphere, a strong economic foundation, excellent educational resources, the traditional high welfare policies that make it a country of many people aspire to, and other regions and countries have to study and follow its development model. This paper aims on exploring and discussing the theory and practice of inclusive education in Nordic region, discover, analyze and summarize the characteristics of inclusive education in Nordic region, combined with China's actual conditions, and then gives a little advice to inclusive education in China.
This paper is divided into five parts:Introduction, basic concept of inclusive education, the implementation of inclusive education, Nordic features of inclusive education, Nordic Inspiration and Reference to our country. Introduction including the research origin and significance, research status analysis, and research programs. The first chapter discusses the common knowledge and understanding of inclusive education in Nordic region, but also to explore the differences of theoretical study and interpretation of Inclusive education between Denmark, Finland, Iceland, Norway, and Sweden. The second chapter describes the Nordic practice of inclusive education. The author first discusses the social background of the implementation of inclusive education in Nordic region, and then details concrete measures and policies of inclusive education in Nordic region. The third chapter analyzes the characteristics of the Nordic inclusive education, which has the following five features, a good social tradition and democratic atmosphere, and the perfect legal protection and anti-discrimination policies, a special Demand-driven education, emphasis on immigrant education and carries out bilingual education, respect the autonomy of the learner with emphasis on teaching democracy. The fourth chapter discusses the inspiration and reference of Nordic inclusive education for our country, also covers understanding and analysis of the education of disadvantaged groups in China.
本论文共分为五大部分：绪论,北欧全纳教育的基本理念,北欧全纳教育的实施,北欧全纳教育的特色,北欧全纳教育对我国的启示与借鉴。绪论主要包括本论文的研究缘起和意义、国内外研究现状分析以及研究方案。第一章探讨北欧全纳教育的基本理念,既探究北欧地区对全纳教育的共同认识与理解,也讨论北欧各国对全纳教育理念的不同阐释,呈现丹麦、芬兰、冰岛、挪威、瑞典五国对全纳教育理论研究与表述的差异,寻找北欧五国对全纳教育理念阐释的异同。第二章讲述北欧全纳教育的具体实践,首先从经济状况、政治体制、社会福利保障、优越教育资源等多方面论述北欧实施全纳教育的社会背景,继而分别陈述北欧各国实施全纳教育的具体政策与措施。第三章分析研究北欧全纳教育的特色,它们反映在五个方面,第一,良好的社会传统与民主氛围,第二,完善的法律保障与反歧视政策,第三,以特殊需求教育为主导,第四,重视移民教育与开展双语教学,第五,尊重学习者的自主权与强调教学民主。第四章主要论述北欧全纳教育对我国的启示与借鉴,在充分认识到北欧五国与我国在政治、经济、社会等方面存在较大差异的前提下,笔者以我国实际国情为基础,通过分析中国弱势群体的教育现状,对我国实施全纳教育提出些许建议,我国实施全纳教育应加强对全纳教育的表述与理解,扩大全纳教育的实践对象,加强全纳教育立法,增加专项教育投入。
The Nordic region has democratic social atmosphere, a strong economic foundation, excellent educational resources, the traditional high welfare policies that make it a country of many people aspire to, and other regions and countries have to study and follow its development model. This paper aims on exploring and discussing the theory and practice of inclusive education in Nordic region, discover, analyze and summarize the characteristics of inclusive education in Nordic region, combined with China's actual conditions, and then gives a little advice to inclusive education in China.
This paper is divided into five parts:Introduction, basic concept of inclusive education, the implementation of inclusive education, Nordic features of inclusive education, Nordic Inspiration and Reference to our country. Introduction including the research origin and significance, research status analysis, and research programs. The first chapter discusses the common knowledge and understanding of inclusive education in Nordic region, but also to explore the differences of theoretical study and interpretation of Inclusive education between Denmark, Finland, Iceland, Norway, and Sweden. The second chapter describes the Nordic practice of inclusive education. The author first discusses the social background of the implementation of inclusive education in Nordic region, and then details concrete measures and policies of inclusive education in Nordic region. The third chapter analyzes the characteristics of the Nordic inclusive education, which has the following five features, a good social tradition and democratic atmosphere, and the perfect legal protection and anti-discrimination policies, a special Demand-driven education, emphasis on immigrant education and carries out bilingual education, respect the autonomy of the learner with emphasis on teaching democracy. The fourth chapter discusses the inspiration and reference of Nordic inclusive education for our country, also covers understanding and analysis of the education of disadvantaged groups in China.
引文
[1] Tnes Aguerrondo, Mel Ainscow, Susie Miles教育展望[M].上海：上海教育出版社,2008.
[2] Clementina Acedo教育展望[M].上海：上海教育出版社,2008.
[3] Mr. Renato Opertti and Ms. Carolina Belalcazar.Regional Roadmap-Nordic Countries. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1]注：即为The Act Prohibiting Discrimination and Other Degrading Treatment of Children and School Pupils,2006.
[2] UNESCO. Guidelines for Inclusion:Ensuring Access to Education for All[R]. Paris,2005.
[1]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[2] UNESCO.General Presentation of the 48th Session of the ICE[R]. UNESCO International Bureau of Education,2008.
[3]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[1]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[1] 高长武.冷战后社会党研究：1994年以来瑞典社会党的理论和政策调整[M].北京：中央编译出版社,2006.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[2] Peters, S.2004. Inclusive education:an EFA strategy for all children. Washington, DC:World Bank.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[2] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO.2008.
[1] Nind, M.2005. Inclusive education:discourse and action. British educational research journal, vol.31,no.2, April, pp.269-275.
[1] Skidmore, D.2004. Inclusion:the dynamic of school development. London:Open University Press,pp.112-127.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar.Regional Roadmap-Nordic Countries. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1] The Ministry of Education of Denmark.The Development of Education. National Report of Denmark[R]. UNESCO,2008.
[1] Sari Sarkomaa. Messages of Minister of Education of Finland. Messages of Ministers of Education[R]. UNESCO,2008.
[1] Sigurjon Myrdal. Inclusive education and Schooling in Iceland. Presentation to Community of practice seminar[R]. UNESCO,2008.
[1] Sigurjon Myrdal. Messages of Minister of Education of Iceland. Messages of Ministers of Education[R]. UNESCO,2008.
[1] The norwegian Ministry of Education and Research. Inclusive Education in Norway-Policy, Practice, Experiences and Challenges. National Report of Norway[R]. UNESCO,2008.
[1]注：丹麦、芬兰、瑞典实行9年义务教育,冰岛、挪威实行10年义务教育。
[1] The Ministry of Education of Denmark.The Development of Education. National Report of Denmark[R]. UNESCO,2008.
[1] The Ministry of Education of Norway. MORE 2006:Report No.16 (2006—2007) to the Storting. White Paper to the Storting[R]. Norway,2006.
[2] The Ministry of Education of Norway. Section 2. Kindergarten Act [R]. Norway.
[3] The Ministry of Education of Norway. Section 1-2. Education Act [R]. Norway.
[1] 即 Norwegian Directorate for Education and Training,下属于挪威教育部,主要负责小学及初中教育。
[2]资源中心为挪威国家所有,其为地方政府和国家部门提供指导与支持。独立机构为非国有组织,挪威需付费向其购买资源等。
[1]“2+2”高级职业中学教育模式即为两年学校理论教育与培训,两年学徒实习。
[2]国家教育贷款英文全称为The State Education Loan Fund。
[1]非营利性培训机构包括成人教育协会,远程教育机构,民间高级学校等。
[2]索尼娅奖英文全称为Queen Sonja's school-prize。
[1]《反歧视法》英文全称为The Act Prohibiting Discrimination and Other Degrading Treatment of Children and School Pupils。
[2]特殊需求教育处英文全称为The National Agency for Special Needs Education and Schools。
[3]出自 Curriculum for the compulsory school system, the pre-school class and the leisure-time center。
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9. Sari Sarkomaa. Messages of Minister of Education of Finland. Messages of Ministers of Education[R]. UNESCO,2008
10. Sigurjon Myrdal. Inclusive education and Schooling in Iceland. Presentation to Community of practice seminar[R]. UNESCO.2008
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[2] Clementina Acedo教育展望[M].上海：上海教育出版社,2008.
[3] Mr. Renato Opertti and Ms. Carolina Belalcazar.Regional Roadmap-Nordic Countries. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1]注：即为The Act Prohibiting Discrimination and Other Degrading Treatment of Children and School Pupils,2006.
[2] UNESCO. Guidelines for Inclusion:Ensuring Access to Education for All[R]. Paris,2005.
[1]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[2] UNESCO.General Presentation of the 48th Session of the ICE[R]. UNESCO International Bureau of Education,2008.
[3]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[1]张婷.全纳教育,未来之路[J].基础教育参考.北京,2008.
[1] 高长武.冷战后社会党研究：1994年以来瑞典社会党的理论和政策调整[M].北京：中央编译出版社,2006.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[2] Peters, S.2004. Inclusive education:an EFA strategy for all children. Washington, DC:World Bank.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[2] Mr. Renato Opertti and Ms. Carolina Belalcazar. Nordic Countries Preparatory Workshop of the 48th Session of the International Conference on Education. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO.2008.
[1] Nind, M.2005. Inclusive education:discourse and action. British educational research journal, vol.31,no.2, April, pp.269-275.
[1] Skidmore, D.2004. Inclusion:the dynamic of school development. London:Open University Press,pp.112-127.
[1] Mr. Renato Opertti and Ms. Carolina Belalcazar.Regional Roadmap-Nordic Countries. IBE-UNESCO Preparatory Report for the 48th ICE[R]. UNESCO,2008.
[1] The Ministry of Education of Denmark.The Development of Education. National Report of Denmark[R]. UNESCO,2008.
[1] Sari Sarkomaa. Messages of Minister of Education of Finland. Messages of Ministers of Education[R]. UNESCO,2008.
[1] Sigurjon Myrdal. Inclusive education and Schooling in Iceland. Presentation to Community of practice seminar[R]. UNESCO,2008.
[1] Sigurjon Myrdal. Messages of Minister of Education of Iceland. Messages of Ministers of Education[R]. UNESCO,2008.
[1] The norwegian Ministry of Education and Research. Inclusive Education in Norway-Policy, Practice, Experiences and Challenges. National Report of Norway[R]. UNESCO,2008.
[1]注：丹麦、芬兰、瑞典实行9年义务教育,冰岛、挪威实行10年义务教育。
[1] The Ministry of Education of Denmark.The Development of Education. National Report of Denmark[R]. UNESCO,2008.
[1] The Ministry of Education of Norway. MORE 2006:Report No.16 (2006—2007) to the Storting. White Paper to the Storting[R]. Norway,2006.
[2] The Ministry of Education of Norway. Section 2. Kindergarten Act [R]. Norway.
[3] The Ministry of Education of Norway. Section 1-2. Education Act [R]. Norway.
[1] 即 Norwegian Directorate for Education and Training,下属于挪威教育部,主要负责小学及初中教育。
[2]资源中心为挪威国家所有,其为地方政府和国家部门提供指导与支持。独立机构为非国有组织,挪威需付费向其购买资源等。
[1]“2+2”高级职业中学教育模式即为两年学校理论教育与培训,两年学徒实习。
[2]国家教育贷款英文全称为The State Education Loan Fund。
[1]非营利性培训机构包括成人教育协会,远程教育机构,民间高级学校等。
[2]索尼娅奖英文全称为Queen Sonja's school-prize。
[1]《反歧视法》英文全称为The Act Prohibiting Discrimination and Other Degrading Treatment of Children and School Pupils。
[2]特殊需求教育处英文全称为The National Agency for Special Needs Education and Schools。
[3]出自 Curriculum for the compulsory school system, the pre-school class and the leisure-time center。
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